‘Scopes and implications of Strategic Competence for improving oral skills of Bangladeshi English language learners’ by Md. Jahirul Islam & Ziaul Hasan

Abstract

A prevalent notion is voiced continually by the educators, guardians and ELT practitioner that despite having a substantial amount of formal education, instructions and practice in English, learners’ oral skills have not developed. While studying M.A in ELT, I came across to the terminology ‘Strategic Competence’ (SC) from the paper of Thurrell and Dorneyi and learnt about its efficacy in terms of promoting the fluency and conversational skills. Hence, this paper is a sort of feasibility study of the scopes and implications of SC in terms of improving the oral skills of Bangladeshi English Language Learners (BELLs) who seemed to be plagued by the lack of fluency and conversational skills. In this paper, at first, I will look at SC and its significance in the efficient oral communication then at the existing problems of the Bangladeshi Speaking skill teaching and learning programs and finally the potentials and implications of SC in terms of developing the oral skills of BELLs.

Index Terms: ELT Learners, English Language Teaching.

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‘On-The-Job Training Courses and EFL Teachers’ Reflection’ by Elham Babaee & Davood Mashhadi Heidar

Abstract

Considering the importance of teachers’ ability in thinking and solving classroom problems, the current study aimed at finding the effects of on-the-job training courses on teachers’ reflection. For this purpose, 20 teachers were selected and these subjects were randomly divided into two experimental and control groups. The researcher gave a pretest of reflection to both groups of teachers to obtain information on the teachers’ attitudes toward reflection and reflective teaching. Then the experimental group took part in in-service training program, but control group continued their job by existing method. When the OJT course was over, the posttest of reflection was administered among both experimental and control groups. Paired-sample t-Test and Independent sample t-Test between the scores of pretest and posttest were used to analyse and calculate the scores. The results of statistical analysis showed that there was a great progress in the reflection ability of those teachers who took part in teachers’ training course.

Index Terms: EFL Learners, On-the-job Training, Reflection, Teacher.

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‘The Evolution of the Modern Classroom in the Context of ELT’ by Dr. G. Varalakshmi

Abstract

English has been taught as a second language or a foreign language and the teaching methods adopted faced drastic metamorphosis as per the need and use of English.  English Language Teaching (ELT) in the present context is the combination of academic study of language to understand the content and communication with practical training. The main aim of ELT is to prepare students to acquire English language skills, listening, speaking, reading and writing, to get prepared for a wide range of career opportunities with enhanced critical and analytical thinking. The slow transitional changes from traditional chalk and talk to modern connect and react methods radically changed the concept of teaching and each phase has its own significance and role to lead to the next step in modifying the teachers’ and learners’ participation. The human potential and resourcefulness of the teacher was considered as the criteria for effective classroom teaching, especially foreign language teaching till the 20th century. But this millennium with the expanded technological advances changed the face of classroom instruction. This research paper discusses the phases of change in learning English along with the changes in pedagogy and aims at showing the positive side of the integration of pedagogy and technology towards the evolution of modern classroom in the context of ELT.

Index Terms: academic study, communication with practical training, expanded technological advances, integration of pedagogy and technology, evolution of modern classroom.

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‘The Effect of Teachers’ Beliefs on Improving Students’ English Language Vocabulary’ by Fatemeh Deilami & Hossein Pourghasemian

Abstract

Teachers’ beliefs are important for pursuing and improving English language learning, especially the vocabulary case. They closely guide language teachers to adopt their teaching strategies for coping with their daily language teaching challenges to elevate and accelerate the learning of English language words. The purpose of this study is to investigate whether the use of teachers’ beliefs during studies improves students’ learning of English language words .This research was conducted with 40 male EFL learners of 18-30, studying at Safir Institute, Karaj branch. To determine its homogeneity, the researcher performed a proficiency test. They were set into control and experimental groups. The experimental group was presented with the treatment which were the teachers’ beliefs during the class, while working on memorizing words and its meanings as well as sentences in which the vocabularies were used, while the control group was given no treatment. It was continued for two sessions a week, and four weeks per month. A T-test, using SPSS, was administered to show the possible differences available between the two groups. It was understood that the students improved, memorized and remembered significantly more words while they had the teachers’ beliefs.

Index Terms: Experimental groups, Teachers’ beliefs, T-Test, Vocabulary.

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‘Changing Priorities in Pronunciation Teaching in ESL Classroom’ by G. Prashanti & K. Durga Bhavani

Abstract

The growing importance of English as an international language and as a global lingua franca is observable virtually in all countries of the world from its increasing status in educational curricula to its role as the language of international business, tourism, news broadcasting etc. In the specific case of India, the recognition by the government of the growing importance of English can be seen in the increasing number of schools in which the medium of instruction is English. This paper explores in-service teachers’ attitudes towards pronunciation teaching and the appropriate models and norms to be followed in ELT. The article reports the findings of an empirical study conducted with secondary school English language teachers.

Keywords: ESL, ELT, pronunciation teaching.

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‘Teaching Phonemic Symbols in English with the Help of Content Based Instruction at Tertiary Level’ by B. Ramya Devi & B. Lalitha Devi

Abstract

In language classrooms at tertiary level, learners face problems in remembering the phonemic symbols which may result in mispronunciation and further affect their speech habits. In large classrooms it is often difficult for the teacher to give individual attention. For this purpose a teaching technique was developed which helps students in recognizing the symbols and remembering them for a long time. This was done with the help of content based instruction. The technique draws information from another discipline i.e. ‘Mathematics’ to explain the concept in language class i.e. ‘phonemic symbols’. This technique makes teaching more learner-centered and may further leads to self-learning.

Keywords: phonemic symbols, content based instruction.

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Volume 6 – Issue 5

  1. Teaching Phonemic Symbols in English with the Help of Content Based Instruction at Tertiary Level
    Author/s: B. Ramya Devi & B. Lalitha Devi
    Abstract | Access Full Paper
  2. Changing Priorities in Pronunciation Teaching in ESL Classroom
    Author/s: G. Prashanti & K. Durga Bhavani
    Abstract | Access Full Paper
  3. The Effect of Teachers’ Beliefs on Improving Students’ English Language Vocabulary
    Author/s: Fatemeh Deilami & Hossein Pourghasemian
    Abstract
     | Access Full Paper
  4. The Evolution of the Modern Classroom in the Context of ELT
    Author/s: Dr. G. Varalakshmi
    Abstract
     | Access Full Paper
  5. On-The-Job Training Courses and EFL Teachers’ Reflection
    Author/s: Elham Babaee & Davood Mashhadi Heidar
    Abstract
     | Access Full Paper
  6. Scopes and implications of Strategic Competence for improving oral skills of Bangladeshi English language learners
    Author/s: Md. Jahirul Islam & Ziaul Hasan
    Abstract
     | Access Full Paper
  7. Recent Developments in ESP and its challenges
    Author/s: Rashmi Rekha Borah
    Abstract
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  8. Methods to Post Method: Need for Overhauling Teacher Education
    Author/s: Dr. Sanjiv Kumar Choudhary & Rajni Singh
    Abstract
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  9. Feedback and Learning English Collocation
    Author/s: Fatemeh Alipanahi & Maryam Naghiloo
    Abstract
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‘The Effect of Iranian EFL Learners` Social Class on Their English Language Learning Strategies: A Sociolinguistic Perspective’ by Azizeh Chalak & Mahshid Kourang Beheshti

Abstract

Language learning strategies play a crucial role in language learning. The choice of strategies is influenced by a variety of factors such as learning style, motivation, age, gender, attitudes, beliefs, type of task, L2 level, tolerance of ambiguity, cultural and contextual factors. This study was an attempt to examine the relationship between Iranian EFL learners’ social classes and their language learning strategies (LLS). Two types of questionnaire- questionnaire of Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and a general biographical questionnaire- as well as an interview and an observation were employed as the instruments for the data collection procedure. The questionnaires were distributed among 90 Isfahanian female EFL learners enrolled in Iran Language Institute (ILI) to look for different strategies- if any – occupied by learners. To determine whether there was a relationship between social class and language learning strategies, an ANNOVA test was administrated. The findings  revealed that (a) there was not a significant relationship between social class and the language learning strategies; (b) Iranian EFL learners were medium users of language learning strategies; (c) the cognitive category had the highest mean, followed by compensatory, metacognitive, memory, affective, and social; (d)in all social classes, Cognitive strategies were used at most; (e) and finally,  in higher mediate and mediate class, students preferred to use Social strategies less than other categories while, in lower mediate class the less preferred category was the Affective one. It is suggested that educators and administrators can look for more trenchant factors that affect learners’ choices of language learning strategies.

Index Terms: language learning strategies, social class, socio-economic status.

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‘The Effect of the Bidialectism of Gilaki Intermediate Learners in Contrast to Monolinguals of Farsi Speakers in Learning Speaking Skill of English as a Foreign Language’ by Faridodin Rostami Shirkoohi, Behnam Behforouz

Abstract

Bilingualism and bi-dialectism are two near technical terms which may be used incorrectly. Bilingual is defined as having or using two languages especially as spoken with the fluency characteristic of a native speaker. The present research will attempt to examine the relation between knowing two languages and learning a third one. It will be found if those who use two languages, dialects or accents are much more successful during the process of learning a third language or not? 40 Iranian intermediate English as a Foreign Language Learners were selected to participate in this study. A standardized test, PET was conducted in order to ensure that the participants were homogeneous regarding their EFL proficiency. A pre-test was also administered on the writing ability of participants prior to the treatment. The text book which was covered in these classes was Interchange Intro, Third Edition by Cambridge University Press 2005. Classes held in 45 days and 17 sessions. Each session lasted for 1.5 hours. At the end of the course the speaking ability of the learners were tested. The finding of the study revealed that there is a significant difference between learners which speak Gilaki in addition to Farsi language (Group 1) with those of Group 2.

Index Terms: Bidialectism, Gilaki, EFL, Monolingual, Farsi Speaker.

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‘Using E-learning Techniques and Tools for Enhancing Main English Language Skills’ by Khaled Kordi Tamandani and Mehrnaz Jahanshahi

Abstract

English is one of the most widely spoken and recognizable languages. It has become a part of the cultural and social upbringing of many communities.  The use of E- learning techniques has become a new platform for learning different English Language skills such as reading, listening, writing, and speaking. These skills are the most important factors which lead to a better understanding of English language, vocabulary build up and accent reduction which in-turn effects the language of a person. Various E-learning techniques like online or offline dictionary software, Internet-based materials, and websites, YouTube and Podcast have played a crucial role in improving and learning English Language skills of non-native learners. This paper deals with the incorporation of these techniques for the effective use in acquiring, enhancing, and improving these main English language skills.

Keywords: E-Learning, Internet, MALL, English Language Skills, Dictionary, Computer, Software.

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